Abstract:

INTRODUCTION
Since 2004, the authoring system LernBar has been developed at the Goethe University Frankfurt in Germany. It is used to create web-based trainings (WBT). This and other authoring tools [3] are based on technologies of Web 1.0 and teacher’s and learner’s options for use are limited. Through the further development of the WWW (World Wide Web) to Web 2.0 (“architecture of participation” [1]) there are new opportunities for users to participate. Also with mobile devices the Internet is available anywhere and at any time. WBTs are based by definition on the WWW. As a result, this paper examines the usefulness of Web 2.0 functionality in the context of WBTs. In addition, various scenarios will be presented and a possible implementation is proposed. We call the concept and implementation “Web 2.0-based trainings (W2BT)”.

CONCEPT AND IMPLEMENTATION
If Web 2.0 is the basis for the further development of WBTs, the following functions should be implemented (see [1]): to rearrange the content to a possible new path and collect fragments; to share, comment and link content; to add, edit and delete content; to rate content (+1, like); to enrich metadata (tagging, geo-data) and to be able to put content in a social context. These features are supported by Web 2.0 tools, e.g. wikis and blogs, which are basically suitable as a backend for the implementation. For this reason, the requirements described above are examined with regard to various tools. The detailed results will be presented in this paper. Prilla et al. [2] describe how “Web 2.0 mechanisms may complement Collaboration Support Systems and help to overcome existing problems.” In our solution we use a MediaWiki in combination with the plug-in Semantic Wiki. However, the task of LernBar Player is to offer another view of content. By metadata the content is composed dynamically in real time instead of playing a static WBT. Additional functions such as creating comments are provided for the learners. The entire content is stored in the wiki. A prototype already exists, and in the concept of LernBar Player Release 3 the required functions are considered.

SCENARIOS AND CONCLUSION
Through the Web 2.0 capabilities WBTs become more interactive, better integrated into the Internet, the content can be dynamically changed and the students are not limited to the role of a consumer. The benefit for teachers is that they can create or restructure the content easily for different target groups or user scenarios. This approach leads to a new understanding of WBTs. The task of an author by producing a W2BT is to create a special view of a complex world with a didactic concept. This means he/she creates a view on a certain selected content. A view in a sense of a classical WBT is for example “a LernBar course consists of several lessons, main-, abstract- and extension pages". Other views are also conceivable.

References:
[1] O´Reilly, T. (2005), What Is Web 2.0: Design Patterns and Business Models for the Next Generation of Software.
[2] Prilla, M.; Ritterskamp, C. (2008), Combining Web 2.0 and Collaboration Support Systems.
[3] Al-Shawkani, K. M. (2010), E-Learning Authoring Tools: The Present and Future Vision.

Keywords:

Web-based trainings, Web 2.0, Wiki, authoring system.